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dc.contributor.authorHullender, Ralph Warren
dc.date.accessioned2014-03-04T18:56:15Z
dc.date.available2014-03-04T18:56:15Z
dc.date.issued2010-08
dc.identifier.otherhullender_ralph_w_201008_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/hullender_ralph_w_201008_phd
dc.identifier.urihttp://hdl.handle.net/10724/26660
dc.description.abstractThe highly differentiated and culturally defined creative disciplines we call the arts are embodied processes of cognition metaphorically constructed over time from biological origins that serve to distinguish an understanding of self in relation to other, construct meaning, and elicit multiple possible solutions for future action. Put another way, art making is a natural, embodied engagement with the tools and materials in the immediate environment to create understanding and construct meaning for one’s self in relation to one’s world. In this instrumental case study, interviews, artwork, artifacts, journals, participant websites, and professional reflection inform a phenomenological investigation into the purposes, cognitive processes, and constructed meanings evidenced in particular instances of art making over a three year period by one high school / college student. Implications from the data inform theories of learning, curricula in art and education, and pedagogy.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectArt Education
dc.subjectArts-Based Educational Research
dc.subjectCognition
dc.subjectMetaphor
dc.subjectPhotography
dc.subjectSecondary Education
dc.titleArt as cognition
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentArt
dc.description.majorArt
dc.description.advisorTracie Costantino
dc.description.committeeTracie Costantino
dc.description.committeeRichard Siegesmund
dc.description.committeeCarole Henry
dc.description.committeeMelisa Cahnmann-Taylor


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